McCabe, Amanda

Inspection date

Previous inspection date 16/07/2013 08/05/2012

p.1

early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Children are provided with a good range of interesting activities both in the home and the local community. These capture their imagination, and as a result, they are eager to learn and make good progress in their development.  The childminder gives high priority to promoting children's communication and language skills. Consequently, they develop a wide range of vocabulary and become confident communicators.  Children have very good opportunities to play outdoors and to learn about food sourcing and healthy eating. This plays a significant part in keeping them fit and healthy.  Children develop close and trusting relationships with the childminder. As a result, they are happy and confident in her care and feel emotionally secure.

p.1

It is not yet outstanding because

 There is scope to enhance the range of resources to support children fully in using their imagination during role play.  Partnerships with other early years settings children attend are not always sufficiently well established to ensure continuity of experiences between providers and the sharing of information about children's progress.

p.1

Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector had a tour of the premises and observed children playing in the downstairs rooms of the house and the outdoor area.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector looked at a selection of children's learning records, planning documents, policies and children's records.

p.2

Inspection activities

 The inspector took account of the views of parents and carers from recent questionnaires they had completed.

p.2

Inspection activities

 The inspector made observations of and discussed the outcome of a planned activity with the childminder.

p.2

Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 12, 10 and six years on the outskirts of Beverley in East Yorkshire. The whole of the ground floor of the childminder's home and the rear garden are used for childminding. The family keep a rabbit as a pet.

p.3

Information about the setting

The childminder has a childcare related qualification at degree level. She attends a toddler group and activities at the local children's centre and visits the shops and park on a regular basis with children. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently seven children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

To further improve the quality of the early years provision the provider should:

 enhance the opportunities for children to use materials and props that support their imaginative play

p.3

To further improve the quality of the early years provision the provider should:

 develop further the ongoing sharing of information with providers of other early years settings where children attend, to ensure continuity of their learning is fully promoted.

p.3

who attend

The childminder has a good understanding of how young children learn and develop. She is confident in her teaching and provides a good range of interesting activities that capture children's imagination and enable them to explore, think critically and become fully engaged in their learning. This means they make good progress towards the early learning goals and are well-prepared for school when the time comes. For instance, the childminder provides children with a large tray of dried pasta shapes and various scoops and spoons. She places this on the floor so children can reach easily. She sits on the floor with them so she is at their level and can maintain eye contact with them. She shows children how to scoop the pasta up and they eagerly copy her actions, which successfully enables them to develop their small muscles. The childminder then encourages children to close their eyes as she hides small animal figures amongst the pasta to help them

p.3

who attend

understand that items are still there even though they are out of sight. She pretends to catch the children peeping and they giggle in response, which shows they have fun in their learning. Children delight in finding the animals and making the associated sounds. The childminder then extends children's learning and challenges their skills further by encouraging them to try and fit a piece of pasta in a funnel she has placed upside down. Children confidently rise to the challenge and show they are willing to 'have a go'.

p.4

who attend

The childminder provides good opportunities for children to develop confidence in speaking and listening. For instance, she asks children open-ended questions to make them think and gives them time to formulate their answers before they respond. For example, as children find toy animals hidden amongst pasta shapes and under containers she asks 'What animal is this?' One child says she has found a horse. The childminder repeats the phrase back to the child and extends this at the same time by replying 'Yes it is a horse, it was hiding under a pot'. This effectively helps to consolidate children's understanding. The childminder ensures resources are at children's height so they can reach these easily and that all areas of learning are supported outside as well as indoors. For example, children can paint, explore sand, use small world toys in a tray of gravel and explore numbered stones outdoors. All of which, supports their creativity and

p.4

who attend

mathematical development very successfully. Children learn valuable life skills as they care for dolls. For example, one child takes on the role of a parent as she puts a doll in a buggy and pushes it around the garden. The child then confidently tells the childminder that she is 'Going to the park'. However, role play resources and props, such as dressing up clothes and accessories are not always readily available to support children as they develop their ideas, to fully enrich their play. The childminder makes detailed observations of children's learning and uses these to carefully monitor and assess their progress. She compiles a clear record for each child which she shares regularly with parents. This means they are well informed of their child's development in the setting and can be involved in their learning.

p.4

who attend

Alongside planned activities the childminder enables children to initiate their own play and to learn for themselves. For instance, one child sits fully engrossed as he scoops up water and fills containers, showing he is learning about capacity in his own way. The childminder gives the child time to discover things for himself before joining him and skilfully supporting him to extend his learning further. For example, she brings a water wheel to the tray and shows the child how pouring water onto the wheel makes it spin round. She encourages the child to watch as the water falls down onto a piece of 'guttering' on the next level and tips out of this. The child becomes fascinated and shows he is starting to think critically and make connections in his learning as he sings 'Seesaw'. The childminder praises his thinking and responds with 'Yes, it does look like a seesaw'. This gives children confidence to express their ideas and use their prior knowledge.

p.4

The contribution of the early years provision to the well-being of children

The childminder gives high priority to making children's transition into her care a pleasant experience, so they become confident in being away from their parents. For example, she makes sure that she finds out as much as she can about each child from their parents, so their routines can be followed as they would be at home. This provides security and stability for them. Consequently, children develop very close and trusting bonds with the childminder. She treats each child with respect and they respond with affection to her caring and patient manner. For example, one young child takes the childminder by the hand and finds a doll for her so she can join in with the child's play. Children have a wealth of opportunities to take part in valuable learning experiences in the local community. For example, they hunt for ladybirds on the nearby grassed area and each week they join in with activities at a toddler group and a music session at a children's

p.5

The contribution of the early years provision to the well-being of children

centre. They are taken on outings further afield, including trips to a children's farm, agricultural shows and the beach. All of which, enables children to develop confidence in interacting with other adults and children outside their normal childcare setting. This in turn, prepares them further for their transition to school.

p.5

The contribution of the early years provision to the well-being of children

The childminder gives good attention to promoting children's good health. They have free access to the garden, which means they benefit fully from lots of fresh air and they regularly visit the park to use large play equipment, which effectively supports them in developing good physical skills. The childminder teaches children the importance of wearing a hat, drinking plenty of water and applying sun cream on sunny days, so they are well-protected from the effects of heat. The impact of this is very evident as one young child spontaneously picks up her hat and says 'Hat on, so don't get burnt' before going outside. Children independently access their water bottles at regular intervals and the childminder praises them for doing so. A young child also shows her concern for the childminder as she makes sure she has her bottle too. The childminder actively encourages children to learn about the benefits of healthy eating. For instance, they help

p.5

The contribution of the early years provision to the well-being of children

to tend the vegetables and fruit on the childminder's allotment and harvest these when they are ready. They search for strawberries that are ready to eat in the garden, which they help to wash and remove the stalks before having them for their snack. This provides children with valuable first-hand opportunities to learn about food sourcing. It also means the food they eat is very fresh and of a good quality.

p.5

The contribution of the early years provision to the well-being of children

The childminder actively encourages children to learn about personal safety. For instance, as one child puts a doll in a buggy, she reminds her to strap it in, so it does not fall out and get hurt. Children learn to behave well because the childminder expects them to be capable and gives them good opportunities to develop their independence. For instance, she gives them time to try and fasten the dolls in the buggy for themselves and encourages them to put on their own shoes. This means children become confident in their own abilities and enjoy achieving what they set out to do. Consequently they develop high levels of self-esteem.

p.5

provision

The childminder is a skilled and patient practitioner who interacts well with children in her care. She has clear policies and procedures in place and keeps all necessary documentation up-to-date, which underpins the safe and efficient management of her service. Children's safety is given high priority both in the home and during outdoor activities and any risks are minimised effectively. For example, the childminder does not use any pesticides on her allotment, which means children are kept safe from harm when they help to care for and harvest the produce. The childminder has a good understanding of the possible indicators of abuse or neglect and knows to whom she should refer any concerns. This further protects children.

p.6

provision

The childminder establishes and maintains good relationships and communication with all parents. They are asked to read all her policies and procedures and they receive copies of those relating to complaints and safeguarding, so they are fully informed of how her service operates. Information is shared effectively on an ongoing basis through discussion and individual daily diaries. The content of these are tailored to what each parent wants to know about their child's day and care routines. Parents are asked to complete questionnaires, so the childminder can gauge their satisfaction of the service from their responses. Comments from the latest ones are very positive. For example, they state that they find the childminder reliable and that she has very high standards. Parents also state that they would readily recommend the service to others. The childminder has started to develop partnership working with other early years settings children also attend. However,

p.6

provision

these links are not fully established, which means that, sometimes, the sharing of information is not as effective as possible, to support a rich shared approach to children's care and learning across the settings.

p.6

provision

The childminder reflects on the quality of her service and her practice, which enables her to identify her strengths, areas for improvement and to make plans as to how she will move her service forward. She seeks advice from the development workers at the local authority as necessary and regularly meets up with other childminders to discuss good practice. She also receives regular publications relating to childcare issues from a professional association she belongs to, which helps her to keep her knowledge up-to- date. The childminder has addressed the recommendations for improvement raised at her last inspection and she successfully monitors the educational programmes she provides. For instance, she makes regular summative assessments of children's progress, to ensure they are achieving as well as possible and that there are no gaps in their learning. All of which, means the childminder is proactive in continually developing her service. This in

p.6

provision

turn, improves the outcomes for children's care and learning.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.6

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.7

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.8

Setting details

Unique reference number EY438524 Local authority East Riding of Yorkshire Inspection number 922530 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

p.8

Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.8

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.8

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.9

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

p.9

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10